Marvelous Monday

This morning, prior to the announcements, I met with a couple of students to complete the monthly informal reading assessment.  Then, after the announcements, we took a few moments to share what we did over the weekend.  After that we began our literacy block.

I began by modeling how to use the state organizer, and my feedback, to write an informative paragraph about the state I had researched.  I spent time showing students how to embed definitions into my writing and how to add transitions to make it easier to read.

While I met with guided reading groups the students completed independent reading tasks.  Then they practiced their word work words using rainbow words.  Next they used their organizer and my feedback to write an informative paragraph about their state.  If they had time they worked on their cursive writing.

Orange:  First the students reread chapter 5 and marked places they thought were important, surprising, and/or confusing.  Then we discussed the chapter using the places they marked.  After that we shared advice we would give to Gregory.  Finally, when they returned to their seats, they wrote about advice they would give to Gregory.  For HOMEWORK they need to read chapter 6 and lsit unknown words on a sticky note.

Pink:  Independently the students were supposed to reread chapter 5, mark places they thought were important, surprising, and/or confusing, and write about advice they would give to Gregory, in their RRJ.  Some students completed this assignment, others did not.  In group we discussed the chapter using their markings and paying attention to Ivy's comment that maybe someone else deserve the art prize.  For HOMEWORK the students need to read chapter 6 and list unknown words.

Green:  Independently the students reread chapter 3, marking places they thought were important, surprising, and/or confusing.  Then, in their RRJ, they identified the meaning of 3 selected vocabulary words (forged, unhitched, and impatiently) and wrote sentences using these words.  In group we discussed chapter 3 and predicted who had arrived at the farm at the end of the chapter.  Then I collected their vocabulary assignment but MOST of the students had not completed the task.  :-(  For HOMEWORK the students need to read chapter 4 and list unknown words on a sticky note.

Blue:  Independently the students reread pages 151-163, marking place they thought were important, surprising, and/or confusing, and, in their RRJ, they wrote about Master Henry's decision to go to the lighthouse.  In group we discussed this section, using their markings, and paying particular attention to Master Henry's decision.  For HOMEWORK the children need to read pages 164-174 and choose 3 unknown words to define.

After the literacy block, the children enjoyed outdoor recess and lunch.

When they returned to class we began our math block.

During the small group, teacher led instruction, we used pre-made fraction strips to identify fractions equivalent to 1/2.

During math with a partner, the students collaborated to complete the fraction charts they began last Thursday.  These charts identified two fractions (either thirds or sixths) and then depicted them using a model and then a number line.

During the technology rotation the students watched two Khan Academy lessons about equivalent fractions.  Then they practiced their new knowledge with a game.

After the first rotation the students went to PE.  When they returned to class we completed our last two rotations.

HOMEWORK is posted on Google Classroom.

Fabulous Friday - Early Dismissal

So...being a Friday and an early dismissal, we had to make changes to our schedule in order to finish things up and take our math quiz.

After watching the announcements, I reviewed with the class what we needed to accomplish before the end of the school day and, together, we decided upon a schedule.

First, the students had time to complete any unfinished work from our literacy block.  This included the state informative paragraph organizer, cursive practice papers, and the African American trading cards.

During this time I introduced a new math web site, called Ten Marks, to students who had completed all of their work.  Parent letters about this site will be coming home this evening.

Next I reviewed today's math quiz, so that the expectations were clear. Then we had a quick fire drill.  When we returned to class the students completed the math quiz.  These have been graded and returned to students.

After the quiz, I passed out the Ten Marks parent letter and we practiced logging in and explored the site.  Please look for this letter in your child's home folder.  It has their log-in information.

Before going to lunch we shared homework writing journals.

After lunch we had a class meeting.

We began by sharing what we were thinking about.  Most of the students were thinking about getting home early and relaxing.  I can't say I blame them!

After that we exchanged thank yous and compliments.

Then we began exploring the idea of growth mindset...smart is something you get not something you are.  We watched a Class Dojo video about this and then discussed it.

Crazy Thursday!

This morning, before the announcements, I completed the monthly informal reading assessment with several students.  Then, after the announcements, we began our literacy block.

Today I have a few meetings, in the building, during he school day.  So, this blog post might not be as thorough as some.  Rest assured that I was in the room to explain the tasks for literacy and then for math, and there was a para educator in the room, to help, while I was out.

During the literacy block the students began with an independent guided reading assignment which included a reread and a written component.  Then, all groups practiced their word work words by writing them across and down.  Finally, the children completed and submitted their organizer for the informative paragraph about their state.  They were due today.  :-)  Those who finished early completed a third African American trading card, began a cursive packet, and then moved on to free choice.

Orange:  The students reread chapter 4 and marked places they felt were important, surprising, and/or confusing.  Then, as a group, we discussed how Gregory felt in the chapter and recounted the main events in the book so far.  After group the students wrote about Gregory's feelings and why he felt this way in their RRJ.  For HOMEWORK the students need to read chapter 5 and list unknown words.

Pink: Independently the students reread chapter 4 and marked places they felt were important, surprising, and/or confusing.  Then, in their RRJ, the students wrote about Gregory's feeling at the end of the chapter, using details from the book to support their thinking.  In group we discussed this chapter, using their markings, and decided what color might represent it.  For HOMEWORK the students need to read chapter 5 and list unknown words on a sticky note.

Green:  The students reread chapter 2 and marked places they felt were important, surprising, and/or confusing.  Then, in their RRJ, they identified a character trait for Little Willy and supported it using 2 examples from the text.  For HOMEWORK the students need to read chapter 3 and list unknown words.

Blue:  The students reread pages 137-150 and marked places they felt were important, surprising, and/or confusing.  Then, in their RRJ, they explained how Digory is feeling and why.  For HOMEWORK the students need to read pages 151-163 and define 3 unknown words.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to class we began our math block.  I had to attend a meeting but Mrs. Moran met with the small groups.

During the small group instruction the children reviewed the elements of a line plot and then constructed one similar to one they will need to do on the formative tomorrow.

During math with a partner,, the students created a chart modeling two fractions and representing each on a number line.  One fraction had to be less than one and the other greater than one.  Additionally, they had to use thirds or sixths as the denominator.

Finally, during the technology rotation, the students chose between reviewing the Khan Academy lesson about fractions on a number line or solving word problems involving fractions using the site, Thinking Blocks.

The students took a break during math to go to art with Mrs. Daniell.

HOMEWORK is posted on Google Classroom.  We WILL have a math quiz tomorrow.

We ended the day with a science lesson.  We defined a conductor as a material that allows heat to travel through it easily.  Then we began identifying examples of conductors.

Wonderful Wednesday

This morning, before the announcements, I conducted some of the monthly, informal reading assessments.  Then, after the announcements, we began our literacy block.

While I met with guided reading groups the students worked on the following tasks.  First they completed independent reading group assignments.  Then all groups wrote their word work words two times each, once in print and then in cursive.  After that, the children finished and reviewed their organizer for their informative paragraph about their state.  If the finished early they completed a third trading car representing a famous Black American and practiced their cursive writing.

Orange;  First the students reread chapter 3 marking places they felt were important, surprising, and/or confusing.  Then we reviewed their unknown words from homework last night.  After that we discussed chapter 3, using their markings and focusing on Gregory's feelings.  Finally we identified traits to describe Uncle Max and Gregory.  For HOMEWORK the students need to read chapter 4 and list unknown words on a sticky note.

Pink:  Independently the students reread chapter 3 marking places they felt were important, surprising, and/or confusing.   Then, in their RRJ, they described how Gregory felt about his first day of school, using details from the text to support their answer.  In group we reviewed the unknown words they listed for homework.  In doing so we also practiced using the name strategy (saying just the first letter) and that when a c is followed by an e it makes the s sound.  After that we discussed chapter 3 using the sections of text they marked and determined the most important part of the chapter.  Finally we identified how Gregory felt in chapter 3 using support to prove our thinking.  For HOMEWORK the children need to read chapter 4 and list unknown words on a sticky note.

Green:  I collected the students old books and they received a new one, Stone Fox.  Independently the students read chapter 1 and, in their RRJ, identified the problem in the chapter and how Little Willy felt about it.  In group, after a brief book introduction, we discussed the problem in chapter 1, that Grandpa is depressed, and identified character traits to describe Little Willy.  For HOMEWORK the children need to read chapter 2 and list unknown words on a sticky note.

Blue:  Independently the students reread pages 119-136 and then used 2 of the words they defined for homework in meaningful sentences.  In group we discussed these pages, using their markings.  We also spent some time discussing the quote on page 124, "Your future is as radiant as you see it."  For HOMEWORK the students need to read pages 137-150 and define 3 unknown words.

After our literacy block the students enjoyed indoor recess and lunch.

When they returned to class we began our math block.  Today I had to work with some of the students to complete the fifth and final task for the compacted math assessment portfolio.  SO, while I worked with these children, the other 2 groups rotated between math with a partner and the technology rotation.

During math with a partner, the students engaged in math discourse to completed an activity identifying fractions on a number line.

During the math rotation the students had the opportunity to rewatch the Learn Zillion lesson about fraction of a set and then go to Thinking Blocks to practice determining the value of a fraction of a set.

HOMEWORK is posted on Google Classroom.

After math we debriefed from yesterday's science experiment.  I helped the students recognize that a coat keeps heat energy in.  So, yesterday, the snowman's "coat" kept the cold energy in making the temperature decrease.

The children ended their day in music with Mrs. Graf,

Terrific Tuesday

This morning, after the announcements, we began our literacy block.

First we reviewed the difference between writing an opinion piece and an informative paragraph.  Then I modeled using my research notes to plan an informative paragraph about my state, Maryland.  I demonstrated and explained how to choose facts that I could explain using details.  Then I showed the children how I analyzed my facts to write a topic and concluding sentence that fit the rest of my paragraph without voicing my opinion.  Finally, I chose two vocabulary words, from my writing, to define using dictionary.com.

While I met with guided reading groups the students completed independent reading group tasks, wrote meaningful sentences using 10 more of their word work words, and worked on the organizer for their informative paragraph about their state.

Orange:  The students reread chapter 2 and marked places they felt were important with a *, surprising with a !, and confusing with a ?.  Then we discussed the chapter using their markings.  Finally, we identified how Gregory felt at the end of chapter 2 and identified details from the text to support this.  When the students went back to their seats they answered the following question in their RRJ, How does Gregory feel at the end of chapter 2?  Why?  For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.

Pink:  Independently the students reread chapter 2 and marked places they felt were important with a *, surprising with a !, and confusing with a ?.  In group we used their markings to discuss the chapter and added the most important event to the chart in their RRJ. Finally, we identified how Gregory felt at the end of chapter 2 and identified details from the text to support this.  When the students went back to their seats they answered the following question in their RRJ, How does Gregory feel at the end of chapter 2?  Why?  For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.

Green:  Independently the students reread pages 105-115 and marked places they felt were important with a *, surprising with a !, and confusing with a ?  Then, in their RRJ, they described how Amanda felt at the end of the book and why.  In group we reviewed the ending using the places they marked.  We focused on how the lions head was given to the kids to protect them and then the children gave it back to their father to protect him.  For HOMEWORK the students need to read the historical note on pages 116 and 117, and take out all of their sticky notes.

Blue:  Independently the students reread pages 104-118 and marked places they felt were important with a *, surprising with a !, and confusing with a ?  In group the students reviewed the words they defined for homework and used them in meaningful sentences.  Then we shared some of their sentences and discussed this section of text using their markings.  For HOMEWORK the students need to read pages 119-136 and define three unknown words.

After our literacy block the students enjoyed indoor recess and lunch.

When the students returned to the classroom we began a science experiment.  Students worked in small groups to predict and plan an investigation  as to the   effect of heat energy  on the temperature of frozen water.

After we set up the experiment and took our initial temperatures, we began our math block.  However, every 20 minutes we stopped to record the temperature of both water bottles. 

During the small group instruction we practiced creating line plots using provided data.

During math with a partner the students played Fraction War, Fraction Bump, or Fraction Matching Game.

Finally, during the technology rotation the students visited the Thinking Blocks site to practice solving word problems involving fractions of a set.

HOMEWORK is posted on Google Classroom.

Marvelous Monday

This morning, after the announcements, we began our literacy block.

While I met with guided reading groups the students worked on the following tasks.  First, they completed an independent guided reading group.  Next they used ten of their word work words in meaningful sentences.  After that, due to my slip-up, the students had one last day to complete their research notes for the state they chose as their setting for their inquiry project.  Once those tasks were completed the children finished a trading card for a famous Black American and practiced their cursive.

Orange:  We reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text.  Then I did a brief book introduction for their next novel, The Chalkbox Kid.  Then I began reading chapter 1 out loud and modeling how to mark sections of text that struck me as important, surprising, and/or confusing.  For HOMEWORK the students need to read chapter 2 and list unknown words on a sticky.

Pink :  Independently the students read chapter 1 of their new book, The Chalkbox Kid, and marked places they thought were important, surprising, and/or interesting.  In group we reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text.  Then I did a brief book talk about their new novel and we discussed the chapter using the sections the marked.  Finally, we began a chart, in their RRJ, stating the most important part of chapter 1.  For HOMEWORK the students need to read chapter 2 and list unknown words on a sticky note.

Green:  Independently the students read pages 96-104 and marked places they thought were important, surprising, and/or interesting.  In group we reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text. Then we discussed the most important part of this section of text and shared the places they marked as surprising or confusing.  Finally, after recounting the struggles the children faced, we predicted whether the children would make it to Virginia and find their father.  For HOMEWORK the students need to read pages 105-115 to check their predictions.

Blue:  Independently the students read pages 86-103 and marked places they thought were important, surprising, and/or interesting.  In group we reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text. Then we discussed this section of text using their markings.  We also defined the word eclectic and used it to describe Henry Winstanley.  For HOMEWORK the students need to read pages 104-118 and choose 3 unknown words to define.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to class we began our math block.

During the small group, teacher-led, instruction we reviewed fractions of a shape and on a number line.  We also displayed data on a line plot.

During math with a partner, the students generated data using dice, plotted the data on a line plot, and answered questions about their data.

Finally, during the technology rotation, the students watched a Learn Zillion lesson about identifying fractions of a set and then practiced this skill using an online game.

HOMEWORK is posted on Google Classroom.

In between our first and second math rotations we went to PE with Mr. Benco.

Fabulous Friday

This morning, after watching the morning announcements, we began our literacy block.

While I met with guided reading groups the students completed an independent reading task.  Then they practiced their word work words.  The orange and pink groups did Rainbow Words.  The other two groups did a meaning check with the rest of their words.  Next, the students completed their state research.  Those who finished their work early had the chance to choose between MyOn, writing Wee Deliver letters, practicing cursive, and a few other literacy activities.

Orange:  In group we reviewed the 4 vowel patterns they are reviewing in this word study unit.  Then we discussed the motivations behind the change in Grandpa's attitude in the story.   I collected their books.  We will begin a new one on Monday.

Pink: Independently the students wrote about how Grandpa changed in the novel and what motivated him to do so.  In group we discussed the end of the book and how a character's traits, feelings, and actions can help us identify the theme, or message, in a book.  I collected their books.  We will begin a new one on Monday.

Green:  Independently the students reread pages 87-95 and wrote about the two disappointments the children faced in this section and how they felt about each.  In group we discussed these and I explained my expectations for their written responses.  Then the students were allowed to improve their answers.  We also shared the headlines they wrote for this section yesterday, in class.  Finally, we reviewed the concepts of a character's traits, feelings, and motivations, and discussed how understanding these can help lead us to the theme, or message, in a book.

Blue:  Independently the students reread pages 73-85 and, in their, RRJ, they identified and explained a character trait for Henry Winstanley and stated whether or not they'd want him as a friend.  In group we discussed the most important events in this section and shared the headlines they wrote, in class, yesterday.  Finally, we reviewed the concepts of a character's traits, feelings, and motivations, and discussed how understanding these can help lead us to the theme, or message, in a book.

After our literacy block the students enjoyed indoor recess and lunch.

When the students returned to the classroom we began our math block.

During the small group, teacher-led, instruction we reviewed plotting fractions on a number line and then created a line plot using the data table we made yesterday.

During math with a partner, the students played Fraction War, a card game created by one of our students.

Finally, during the technology rotation, the students watched a lesson about plotting fractions on a number line and then played a game to practice that skill.

After math the students shared their homework writing journal entries.

Then, we ended our day with our weekly class meeting.  We began by sharing how we feel about school...and there were a lot of positive feelings.  Yippee!  Then exchanged compliments and than yous.

Thrilling Thursday

This morning, before the announcements, I worked with a couple of students to help them locate fractions on a number line.  Then, after the announcements, we began out literacy block.

Today, while I met with guided reading groups, the students completed independent reading groups tasks.  Then they practiced their word work words.  The orange and pink groups did Look/Say/Cover/Write/Check and the green and blue groups did a meaning check for 12 of their words.  Next the students continued researching their states for the inquiry project.  Those who finished early researched another famous black American and created a trading card to represent the person.

Orange:  We reviewed character traits.  Then each student identified a trait for Grandpa and located support for it in the book.  After that, they independently wrote about it in their RRJ.  For HOMEWORK they need to read chapter 8 and list unknown words on a sticky note.

Pink: Independently the students reread chapter 8 and wrote a headline for the most important part.  IN group we reviewed their lists of unknown words from homework and discussed how the events of the story build upon each other.  Finally, we identified character traits for Grandpa and located support in the text.  For HOMEWORK the students need to reread chapter 8.

After meeting with the pink group, I had a meeting to attend.  Therefore, I did not meet with the green and blue groups today.

Green:  Independently the students reread pages 87-95 and marked places they felt were important, surprising, and/or confusing.  Then they wrote a headline for the event they felt was the most important.  For HOMEWORK

Blue:  Independently the students reread pages 73-85 and marked places they felt were important, surprising, and/or confusing.  Then they wrote a headline for the event they felt was the most important.  For HOMEWORK

After our literacy block the students enjoyed indoor recess and lunch.

When they returned to class we finished our math rotations from yesterday.  All students went to their second and third rotations.

During the small group rotation, the students reviewed fractions and mixed numbers on a number line.  Then we created a data table using the measurements of our feet from last week.  We will use this data to create line plots tomorrow.  Finally, we had a brief introduction to identifying a fraction of a set.

After math, the students went to art with Mrs. Daniell.

HOMEWORK is posted on Google Classroom.

After art we focused on science.  We identified and sorted objects which produce both light and heat and determined that burning was one way to do so.  Tomorrow the students will draw and label 4 examples of objects that produce light and heat through burning.

Wonderful Wednesday

Whew...this morning was busy!!  We greeted a new friend and member of our class.

For several reasons we fell FAR behind this morning and got a very late start.

While I met with guided reading groups the students completed indepdent reading group assignments.  Then they completed, and submitted, the opinion paragraph supporting their feeling that Irene is brave.

Orange:  We began our next word study unit which is a review of some of the vowel patterns we have studied (ai, oa, ee, ea).  We completed a header sort, in group, and discussed any unknown words.  For HOMEWORK the students need to reread chapter 7.

Pink:  Independently the students reread chapter 7 and wrote a headline to advertise/sell this chapter.  In group we began by completing a header sort for our new word study unit focusing on the spelling of unusual plural nouns.  Then we shared the headlines they wrote for chapter 7.  For HOMEWORK the students need to read chapter 8 and list unknown words on a sticky note.

Green:  Independently the students reread pages 79-86 and listed unknown words on a sticky note.  In group we began by completing a sort for our new word study unit which focused on the long a and -ar sound found in the first or second syllable of a word.  After that we reviewed the unknown words they listed.  For HOMEWORK the children need to read pages 87-95 and list unknown words on a sticky note.

Blue:  Independently the students reread pages 66-72 and wrote a headline to see this section of text.  In group we reviewed their new word study unit focusing on the suffixes, -ness, -less, and -ment.  Then the students shared their headlines.  For HOMEWORK they need to read pages 73-85 and define 3 unknown words.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to class we reviewed and practiced what we do in the event of bad weather.  Then we began our math block.

This week we will plot data on a line plot and review representing fractions and mixed numbers on a number line, focusing on thirds and sixths.

Today, while working with me in small group, we focused on representing thirds and sixths as fractions and mixed numbers using a number line.  Then we took the data from last week, when we measured our feet in inches, and created a data table.  Tomorrow we will use the data table to create a line plot.

During math with a partner the students engaged in math discourse as they completed a  worksheet representing fractions and mixed numbers as models and on number lines.

Finally, during the technology rotation, the students watched a lesson about line plots and then practiced what they learned using two links from Khan Academy.

HOMEWORK is posted on Google Classroom.

We did NOT get through all three groups today.  During math we had an Emergency Weather drill.  We will finish our math rotations tomorrow.

The students ended their day in music, with Mrs. Graf.

Fantastic Friday - Valentine's Day Party!

I was out, at a doctor appointment, this morning.  Therefore, today's post will be a very brief synopsis of what the children did.

While I was out, the substitute met with all 4 reading groups.  Each group took a spelling test and then discussed their book.

During that time, the rest of the students used their organizer, and the feedback I provided, to write an opinion paragraph about Irene being brave in the story, Brave Irene.  They also reread a portion of their text and continued researching their state.

After the literacy block, the children enjoyed indoor recess and lunch.

I picked the class up from lunch.

WHne we returned to class the chil;dren shared their homework writing journal entries.  Then we reviewed the correct answers to yesterday's quiz.  Finally, I spent a few minutes reviewing how to plot a mixed number on a number line.

Spelling quizzes and the math formative will come home on Tuesday. I sincerely apologize for the delay.

After math, the students decorate bags to collect valentines, decorated, and ate, cookies, and exchanged valentines.  They had a great time!

Have a wonderful three day weekend!

Thrilling Thursday - Report Cards

This morning, after the announcements, we began our literacy block.  As we started to review today's task, we heard a knock at our door.  It was Mrs. Daniell.  She requested a favor...due to some schedule changes and missed school because of the snow, our class had not completed a piece of art work for the Kids Kreations fundraiser.  The work is due tomorrow.  Therefore, she wanted to know if we could squeeze it into our busy schedule.  Of course, we said YES!

So, after completing a reread of their guided reading book and marking places they thought were important, surprising, and/or confusing, the children plan, practiced, and completed a piece of art work for the Kids Kreations fundraiser.  If they finished early they practiced their work word words for the quiz tomorrow.

I met with guided reading groups.

Orange:  We reviewed and practiced the words they listed as unknown for homework last night.  This took a while, because there were a lot.  Due to the amount, we decided it would be best to reread the chapter, again, for HOMEWORK this evening.

Pink:  The students reread chapter 7 and marked places they thought were important, surprising, and/or confusing.  In group we used their markings to discuss the chapter.  For HOMEWORK the children need to reread chapter 7 carefully.

Green:  The students reread pages 65-71 and marked places they thought were important, surprising, and/or confusing.  Then in group we discussed the two chapters, using their markings.  For HOMEWORK the students need to read pages 72-78 and list unknown words on a sticky note.

Blue:  The students reread pages 48-65 and marked places as important, surprising, and/or confusing.  In group we began reviewing their lists of unknown words from homework and discussed chapter 9, using their markings.  We also identified the surprising change in Digory's behavior.  For HOMEWORK the children need to read pages 66-72 and list unknown words on a sticky note.  Although we didn't have time to discuss chapters 10 and 11, today, the students requested we continue reading further into the book.  :-)

After our literacy block the children enjoyed indoor recess and lunch.

When they returned to class we began our math formative covering fractions.

During the quiz, the students went to art with Mrs. Daniell.

When they returned they completed the math formative.

I did not have time to grade all of the math formatives.  Therefore, they will be returned/sent home tomorrow.

After the quiz I passed out report cards.  The report card is yours to keep.  Please sign the envelope, indicating you saw/have the report card, and return the EMPTY, signed envelope to class tomorrow

Wonderful Wednesday

This morning, after the announcements, we began our literacy block.

After grading many of the student's organizer for their opinion paragraph as to whether or not they think Irene was brave, I recognized they needed help with transition words.  So, we began with a brief explanation of when, and how, to appropriately use them in writing.

After that, while I met with guided reading groups, the students worked independently on the following assignments.  All groups began with a reread where they marked sections of text that they thought were surprising, important, and/or confusing.  Next the children completed their opinion paragraph stating which was better, an early release or a two hour delay.  Next, students who had not completed the Brave Irene organizer had one last day to do so.  It was due earlier in the week, but I forgot that I had said when something was due I was grading what had been completed. So, some children received a gift of another day.  :-)  Finally, the students used Pebble GO and Culture Grams to continue researching their chosen state for our inquiry project.  As always, if they had extra time, the children practiced their word work words and cursive writing.


Orange:  The children reread chapter 6 and marked places they thought were important, surprising, and/or confusing. Then we used their marking to discuss the chapter.  After that we identified character traits, for both Anna and Grandpa, that described how they have changed through the story.  For HOMEWORK the children need to read chapter 7 and list unknown words.

Pink:  Independently the students reread chapter 6 and marked places they felt were important, surprising, and/or confusing.  In group we reviewed the words they identified as unknown, for homework Monday night.  After that we discussed the chapter using the sections of text they had marked.  Next we previewed some of the vocabulary in chapter 7.  For HOMEWORK the children need to read chapter 7 and list unknown words on a sticky note.

Green:  Independently the children reread pages 55-64 and marked sections of text they felt were important, surprising, and/or confusing.  In group we began by reviewing their lists of unknown words from homework.  After that we discussed the two chapters using their markings.  For HOMEWORK the students need to read pages 65-71 and list unknown words on a sticky note.

Blue:  Independently the children reread pages 44-57 and marked places that they found important, surprising, and/or confusing.  In group we reviewed their lists of unknown words and discussed the two chapters using their markings.  After that we previewed some of the vocabulary from tonight's section of text.  For HOMEWORK the children need to read pages 48-65 (chapters 9-11) and list unknown words on a sticky note.

After our literacy block the students enjoyed indoor recess and lunch.

Once the students returned to class we began our math block.  We will have a formative assessing fractions TOMORROW, not Friday.

During the small group instruction we reviewed different representations of fractions and practiced measuring to the nearest quarter inch using our shoes.

During math with a partner, the students completed a chart displaying fractions in various ways.  Then they chose between playing the fraction number line game, fraction bump, or the fraction matching game.

Finally, during the technology rotation the students Google Classroom to practice measuring to the nearest quarter inch.

HOMEWORK is posted on Google Classroom.

The students ended their day in music with Mrs. Graf.

A Terrific Tuesday

This morning we woke up to some snow and a two hour delay.  Even with the extra sleep, we were all still a bit drowsy as we entered the classroom.  So, I thought it was the perfect opportunity to take a bit of a break from the routine and give me a chance to catch up on some data collection.

With this in mind, the students focused on two tasks during our literacy block, creating a "trading card" for a famous Black American and writing an opinion paragraph explaining which is better, a two hour delay or an early dismissal.

To create some background knowledge, before we went to lunch, we were treated to a history lesson about the Gullah people who were kidnapped, from Africa, and brought to the United States to become slaves.

After lunch, we read and discussed a story given to me by Mrs. Sligh, called,  "Mom, What if There Were No Black People?"  This was a cute narrative which focused on the MANY every day items we use that were invented by Black Americans.

So, while I met with individual students to perform my monthly, informal, reading assessments, the students research a famous Black American, using Pebble GO or Encyclopedia Britannica, and then created a "trading card" that listed their stats.  Then they wrote an opinion paragraph stating whether they preferred a two hour delay or an early dismissal and explaining their reasons.

Finally, we ended the day in the media center, with Mrs. Allaire, using books to research our state for the inquiry project.

HOMEWORK is posted on Google Classroom.

Marvelous Monday

This morning, after the announcements, we began our literacy block.

While I met with guided reading groups the students completely an independent reading group assignment.  Then they finished the opinion paragraph organizer stating whether or not they thought Irene was brave in the book, Brave Irene.  After that, they watched a screencast, made by Mrs. Allaire, reviewing how to take research notes.  Next they began researching their chosen state for our MP 3 inquiry project.  If they had time they practiced their word work words and cursive.

Orange: First we discussed how we might feel if we were stranded on a train during a blizzard. Then we reviewed and practiced vocabulary found in chapter 5.  After that, the children read chapter 5 and marked places they felt were important, confusing, and/or surprising.  Finally, we discussed the chapter using the sections of text they had marked.  For HOMEWORK the students need to reread chapter 5.

Pink:  Independently the students read chapter 5 and listed unknown words on a sticky.  They also began drawing a cartoon showing the events of the chapter.  In group we reviewed the words they listed as unknown and discussed how we know a word is a name.  After that we discussed the problem in the chapter and what they did to solve it.  For HOMEWORK the students need to read chapter 6 and list unknown words on a sticky note.

Green:  Independently the students read pages 45-54, listed unknown words on a sticky, and drew a cartoon depicting the events on these pages.  In group we reviewed the words they identified as unknown.  Then they reread this section of text marking places they found important, surprising, and/or confusing, while I did some informal testing,  Finally, we reviewed these 2 chapters using their markings.  For HOMEWORK the children need to read pages 55-64 and list unknown words on a sticky note.

Blue:  Independently the students read pages 30-40 and defined selected words using the glossary or dictionary.com.  In group we reviewed the meanings of the words, as they pertained to the text, and then discussed the two chapters.  For HOMEWORK the children need to read pages 41-47 and list unknown words on a sticky note.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to class we began our math block.

During the small group, teacher-led, instruction we compared a ruler to a number line and began measuring to the nearest half and quarter inch.

During math with a partner the students engaged in math discourse as they completed a problem set labeling fractions on a number line.  After that they rolled two dice, identified a fraction using the numbers rolled, and created a number line identifying the fraction.

During the technology rotation the students watched a Learn Zillion lesson about measuring to the nearest half and quarter inch, and took notes in their math journal.

HOMEWORK is posted on Google Classroom.

In between the first and second rotation, the students went to PE with Mr. Benco.  During PE there was a fire drill.

Fantastic Friday!

This morning, after watching the announcements, we began our literacy block. Today I explained to the students how to complete the organizer for the opinion paragraph they will write next week stating, and explaining, if they think Irene is brave or not.

Then, as I met with guided reading groups, the students completed a CLOSE rereading for an assigned section of text in their book.  After that, they completed the character analysis organizer for Brave Irene.  It is due today.  Next, they began the organizer for the opinion paragraph.  If they had additional time, they practiced their word work words and cursive writing.

Orange:  We reviewed the words they listed for homework last night.  Then the children reread chapter 4, marking sections they found important, confusing, and/or interesting.  After that, we discussed the chapter using their markings.

Pink:  The students reread chapter 4 and marked sections of text they found surprising, confusing, and/or important.  When they got to group we reviewed their lists of unknown words from homework (those who did it) and then started to discuss the chapter.  It quickly became evident that the children had not put effort into their reading.  They had merely stuck post-it notes in random places.  SO, I gave them additional time to complete the task. From what I observed in group, I began to have doubts as to whether they understood how to perform a CLOSE reading.  Therefore, I took the time to model (by reading and thinking out loud) how to read and mark the text.

Green:  Independently the students reread chapter 7 and 8 and marked places they found surprising, confusing, and/or important.  In group we reviewed their lists of unknown words from homework and discussed the two chapters, using their marked sections of text.  Part of our discussion focused on the contrasting moods in the two chapters.

Blue:  Independently the students reread chapters 4 and 5 and marked places they found surprising, confusing, and/or important.  In group we shared their vocabulary words and then used their marking to discuss the two chapters.

After out literacy block the students enjoyed outdoor recess and lunch.

When the children returned to class we began our math block.

During the small group, teacher-led, instruction we practiced identifying the fraction and mixed number for a given drawing.  Then we drew a number line and located and labeled the point.

During math with a partner, students rolled two dice to identify a fraction.  Then they drew a number line and located and labeled the point.  They also had the chance to play Fraction Bump or the fraction matching game.

Finally, during the technology rotation, the students revisited the tutorial from yesterday and then played Fraction Man.

After math we shared homework writing journal entries.

Then we had our weekly class meeting.  First we shared what we are thinking about in relation to school.  Most students said that they had the realistic fiction picture book inquiry project or fractions, on their mind.  Then we exchanged some thank yous and compliments.  Then we discussed the challenge of not understanding something and reinforced the need to ask questions!!

Finally, we ended the day with our game/art/popcorn afternoon, Dojo celebration.

Thriving Thursday

This morning, after the announcements, we began our literacy block.  Since most of the assignments hadn't changed since yesterday, I explained today's independent reading group tasks and then the students got to work.

While I met with guided reading groups the students completed their reading group assignment.  Then they finished watching Brave Irene and completed the character analysis organizer.  After that, they explored the states and selected one they will research for their inquiry project.  Finally, if time allowed, the practiced their word work words and cursive writing.

Orange: First we reviewed their lists of unknown words from last night's homework.  Then the students reread chapter 3, marking places with a * that they thought were important, a ? if they thought it was confusing, or an ! if they were surprised.  Then we discussed the sections of text that they marked.  Then we discussed how the events are continuing to build upon one another.  For HOMEWORK the students need to read chapter 4 and list unknown words.

Pink:  Independently the students reread chapter 3, marking places with a * that they thought were important, a ? if they thought it was confusing, or an ! if they were surprised.  In group we began by reviewing their lists of unknown words from homework last night.  Then we discussed the chapter using their markings as launching points.  Finally, we identified how events are continuing to build on each other.  For HOMEWORK the students need to read chapter 4 and list unknown words.

Green:  Independently the students reread pages 30-34 and drew cartoon illustrations, using speech bubbles for dialogue, to depict the events on these pages.  In group the students shared their cartoons with the group. For HOMEWORK the children need to read chapters 7 and 8, pages 35-44, and list unknown words on a sticky.

Blue:  Independently the students reread chapter 3, and listed and explained the superstitions mentioned in this chapter.  In group we discussed Cubby and Digory's reactions to Aunt Alice's demand that Digory go to Plymouth.  Then we reviewed the superstitions in the text.  For HOMEWORK the students need to read chapters 4 and 5, pages 21-29 and choose 3 unknown words to define.

After our literacy block the students enjoyed outdoor recess and lunch.  When they returned to class we began our math block.

During the small group, teacher-led, instruction we continued identifying fractions on a number line but we also spent time naming fractions greater than one and mixed numbers.

During math with a partner the students identified fractions, less than one, on a number line.  Then they played Fraction Bump, Fraction Matching Game, or Fraction Number Line Dice game.

Finally, during the technology rotation the students watched a tutorial on identifying fractions on a number line and then played Math Man, a fractions on a number line version of Pac Man.

HOMEWORK is posted on Google Classroom.  The math homework might seem like it doesn't fit with what we have been doing in school but it is to help fill a gap in the children's knowledge...hope that makes sense.  NO math quiz tomorrow.  We will take one either next Wednesday or Thursday.

Between our first and second math rotation, the students went to math with Mrs. Daniell.

Wet and Wonderful Wednesday

This morning, after the announcements, we began our literacy block.

Before independent work time, I reviewed the organization of an opinion paragraph and we discussed the meaning of the word brave.  By the end of the week the students will be writing a paragraph stating their opinion about the main character and using details from the text, Brave Irene, to support it.  After reviewing the assignment and explaining the components of it, the students began working on their literacy tasks and I met with guided reading groups.

Today the students began with a close reading activity using their guided reading books.  This activity has the students reread a section of text, with a given purpose, and marking parts based on it.  After that the children watched the story, Brave Irene, twice and completed an organizer analyzing the main character's thoughts and actions.  Next, the children finished exploring states for their inquiry project and then completed a Google form to indicate the state they will research.  If they had time left they practiced their word work words and cursive letters.

Orange:  We reviewed the unknown words they listed for homework last night.  Then the students reread chapter 2 and marked words that indicated the story happened long ago.  After that we shared and discussed the places the children marked.  Finally, we began to relate how key events impact what happens next in the story.  For HOMEWORK read chapter 3 and list unknown words on a sticky note.

Pink:  Independently the students reread chapter 2 and marked words that indicated the story took place long ago (close reading activity).  We began group by reviewing their lists of unknown words from last night's homework and sharing the places they marked during independent work.  Finally we discussed how events in a story build upon one another and identified that Grandpa volunteered to walk Anna to school, in a blizzard, because he felt trapped in the Romano's house.  For HOMEWORK the children need to read chapter 3 and list unknown words on a sticky note.

Green: Independently the students reread chapters 3 and 4, marking places with a * if they thought it was important, a? if they found it confusing, and an! if they found it surprising.  In group we reviewed their lists of unknown words from last night's homework and the places they marked as important, surprising, and/or confusing.  For HOMEWORK the students need to read chapters 5 and 6 and list unknown words on a sticky note.

Blue:  Independently the students reread 2, marking places with a * if they thought it was important, a? if they found it confusing, and an! if they found it surprising.  In group we reviewed their lists and definitions of unknown words from last night's homework and the places they marked as important, surprising, and/or confusing. For HOMEWORK the students need to read chapter 3 and list and define 3 unknown words.

After our literacy block the children enjoyed indoor recess and lunch.

When they returned to the classroom we began our math block.

During the small group, teacher-led, rotation, we practiced identifying fractions on a number line.

During math with a partner the students engaged in math discourse as they identified fractions on a number line.  If they finished early they played Fraction Bump or the fraction matching game.

During the technology rotation the students watched a Learn Zillion lesson about fractions on a number line.  Then they practiced that skill by visiting the site Puzzle Pics Fractions.

HOMEWORK is posted on Google Classroom.

After math we finally got to our first science lesson of the quarter.  Together we brainstormed objects that give off both light and heat.

The children ended their day in music with Mrs. Graf.

Terrific Tuesday

This morning, after the announcement, we began our literacy block.

While I met with guided reading groups the students began with independent reading group assignments.  Then they finished listening to the 6 realistic fiction books and completing the chart identifying the title, main characters, and a brief summary, for each.  Next they practiced their word work words using look, say, cover, write, check.  Finally, the practiced writing the final set of letters, in cursive, G, S, and L.

Orange:  We began group with the students rereading chapter 1 and marking places, using a sticky note, where Grandpa was fussing a lot.  Next we shared the sections of text that the students marked.  Finally, we used these to help write about what Anna means when she says Grandpa fusses a lot.  The children began this in group and then finished it independently.  For HOMEWORK the students need to read chapter 2 and list unknown words on a sticky.

Pink:  Independently the students reread chapter 1 and, in their RRJ, explained what Anna meant when she said Grandpa fusses a lot, using details from the text to support their answer.  In group we began sharing the student's written answers but it became evident that they struggled with this task.  So, the children reread chapter 1 and marked, with sticky notes, places that showed Grandpa was fussing a lot.  After that, I orally modeled how to answer the question in complete sentences, using some of the text they had marked.  Students had a chance to revise their writing before handing it in.  For HOMEWORK the children need to read chapter 2 and list unknown words on a sticky note.

Green:  Independently the students read chapter 2, listed unknown words on a sticky, and explained, in their RRJ, why James Freebold went to Virginia and left his family behind.  In group we defined the unknown words from their lists and discussed the question they answered in their RRJ.  Next we identified the key events in chapters 1 and 2.  For HOMEWORK the students will red chapters 3 and 4 and list unknown words on a sticky note.

Blue:  Independently the students read chapter 1, listed unknown words on a sticky, and, in their RRJs, explained Digory's nightmares.  In group we reviewed their unknown words and discussed the symbolism and challenges associated with Digory's nightmares.  For HOMEWORK the children need to read chapter 2 and identify and define 3 unknown words.

After our literacy block the students enjoyed indoor recess and lunch.

When they returned to the classroom, we began our math rotations.

During the small group, teacher-led rotation, we used index cards to begin plotting fractions on a number line.  First we labeled halves and then fourths.

During math with a partner, the students completed an interactive notebook task and then played Fraction Bump or the fraction matching game.

Finally, during the technology rotation the students watched two Khan Academy lessons about fractions on a number line.  Then they practiced the skill using a game on the site.

HOMEWORK is posted on Google Classroom.

After our math block we visited Mrs. Allaire in the media center.  She did an introduction lesson for our third marking period inquiry project.  This quarter each student will write a realistic fiction story which will be bound into a book.  They will begin by choosing a state to research.  This will become the setting for their story.

Today they used Pebble Go Next and Culture Grams to explore the states.  We will finish exploring and choose states tomorrow.

Marvelous Monday --Back to Reality!!

Well, it was back to the grind after our extended break due to the Blizzard of 2016.  The children came in so quietly and quickly began their morning work.  Of course, after the morning announcements, things got a little livelier as we took time to share some of our stories from the big snow fall.

After that we began our literacy block.

As I met with guided reading groups, the students began to gather background information to support  the new novels they will be reading in group.  After that, they continued listening to 6 realistic fiction stories and completing a chart with the title, main characters, and brief summary.  Next they practiced their word work words using look/say/cover/write/check.  Finally, they practiced writing the letters T and F in cursive.

Orange:  The group began with a book introduction for the novel, Anna, Grandpa, and the Big Storm.  Then I started reading chapter 1, out loud, to them.  Next the students finished reading the chapter silently.  Finally we identified evidence to support Anna's complaint that her grandfather fusses a lot.  For HOMEWORK the children need to reread chapter 1.

Pink:  Independently the students watched a video clip about the Blizzard of 1888 and then wrote about being stuck n a blizzard, in their RRJ.  In group we began with students sharing what they wrote and then I did a brief book introduction for their novel, Anna, Grandpa, and the Big Storm.  Finally we defined and practiced using vocabulary from this chapter.  For HOMEWORK the students need to read chapter 1.

Green:  Independently the students watched a video clip about the early English settlers of Jamestown, Virginia, and listed 3 facts they learned in their RRJ.  In group we shared these facts and I did a brief book introduction for their novel, A Lion to Guard Us.  Then we defined and practiced using vocabulary from chapter 1.  Finally, I gave an oral summary of chapter 1.  For HOMEWORK the students need to read chapter 1.

Blue: Independently the students read an article about Henry Winstanley and wrote 3 facts in their RRJ.  In group I read a synopsis of their new novel, Fearless, and then we shared the facts they identified.  Then we read and discussed the prologue. For HOMEWORK the students need to reread the prologue, read through the words in the glossary and look at the map on page 218.

After our literacy block the students enjoyed indoor recess and lunch.

When they returned to the classroom, we began our math block.

During the small group, teacher-led, instruction we reviewed counting by fractional parts and I introduced number bonds.

During math with a partner the students completed a problem set which focused on building fractions using a unit fraction and then they played Fraction Bump or a fraction memory game.

Finally, during the technology rotation, the children watched 2 Learn Zillion lessons about fractions.

HOMEWORK is posted on Google Classroom.

The students did go to PE with Mr. Benco halfway though math.  We finished our rotations when they returned to class.

After math we took a few minutes to organize the baskets under our table and pass out papers.  Please make sure your child empties their home folder this evening!